Mobile devices and apps for developing language skills (on the example of the English language)

Ryabkova, Valeria

doi:10.32744/pse.2019.2.24

Cited by 5 publications

(5 citation statements)

References 2 publications

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“…One disadvantage is that the applica on does not provide the ability to interact with a live English teacher, which can be useful for students who want to improve their speaking skills and get feedback on their own mistakes. These shortcomings is indicated in the studies of Kumar, Wo o and Belanger (2018) and Ryabkova (2019). Furthermore, while the applica on has varying levels of diffi culty, it doesn't always provide a deep enough understanding of grammar, which can be a disadvantage for students seeking a more comprehensive understanding of the English language.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of the BBC Learning English Application for Building Students’ English-Language Strategic Competence

Konotop

2024

REDaPECI

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Aim. The aim of this article is to analyse the effectiveness of using the BBC Learning English application for building students’ English-language strategic competence. Methods. The research involved the following methods: survey, pedagogical experiment, expert evaluations. Standard methods of mathematical statistics were used to analyse the obtained results. Results. Research participants who used the application showed significantly better results in improving their speaking skills, expanding their vocabulary, and improving their skills in formulating and expressing their thoughts in English compared to those who did not use the application. The study also showed that using the application promotes active interactive learning and independent learning of the English language, which has a positive effect on student motivation and provides a sustainable positive effect in learning. Conclusions. Using the application improves the level of speaking competence, expands the vocabulary, and develops the ability to formulate and express one’s thoughts in English. Students who used the application regularly achieved better results in learning English compared to those who did not use the application. Prospects. Further research may focus on studying other digital means of foreign language learning.

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of the BBC Learning English Application for Building Students’ English-Language Strategic Competence

Konotop

2024

REDaPECI

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“…Over the past few decades, various researchers have worked on modern technology-based types of learning such as electronic learning (e-learning), mobile learning (m-learning), and digital learning (d-learning) (e.g., Almekhlafy and Alzubi 2016 ; AlSaidi and Al Shezawi 2020 ; Chen et al 2017 ; Dagdeler et al 2020 ; Ryabkova 2019 ) and they supported the positive impact of utilizing technology in language education. Kukulska-Hulme and Shield ( 2008 ) defined m-learning as learning mediated by the assistance of smart portable gadgets accessible most of the time and adaptable to the learner’s immediate context.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Research on mobile-assisted language learning (MALL) has shown that second/foreign language (L2) teaching and learning has been revolutionized due to the use of technology and its potential effects (e.g., Dagdeler et al 2020 ; Kondo et al 2012 ; Liakin et al 2015 ; Ryabkova 2019 ; Stockwell 2010 ). Among modern technological devices, mobile phones are more favored and utilized among young adults.…”

Section: Introductionmentioning

confidence: 99%

How Instagram as a MALL tool impacts EAP learners’ technical vocabulary learning and perceptions in an electronic context

Tavassoli

Beyranvand

2023

SN Soc Sci

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Mobile-assisted language learning (MALL) technology and the link it creates with language education domains made researchers interested in the plausible effects of MALL tools on English for academic purposes (EAP) students’ language development. Likewise, this study investigated the effect of Instagram as a MALL tool on technical vocabulary knowledge of Iranian EAP university students (physical education major) in an electronic course conducted via Adobe Connect as well as their perceptions and attitudes toward Instagram. In a pretest–posttest quasi-experimental research design, 60 EAP university students at the intermediate level were randomly assigned to a control group and an experimental group who practiced technical vocabulary in physical education via different tasks on Instagram. Both groups participated in an online pretest and posttest of technical vocabulary, yet only the experimental group completed a questionnaire about their perceptions and attitudes toward Instagram. The repeated-measures two-way ANOVA on the test scores indicated that the experimental group outperformed the control group in learning technical vocabulary. Further, analysis of the responses to the questionnaire revealed positive perceptions and attitudes toward Instagram as a supplementary MALL tool for learning technical vocabulary. The findings encourage EAP instructors to use Instagram as an accessible MALL application to share their teaching materials with learners.

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“…Interactive and multimedia technologies make the process of teaching a foreign language more diverse and accessible, as information is perceived through various channels [27]. The use of interactive resources in the educational space for the formation of foreign language competence allows providing the following didactic opportunities: individualizing the educational process, adapting it to the personal characteristics and needs of students; organizing learning material taking into account the specifics of the subject; compactly presenting a large amount of educational information, clearly structured and consistently organized; strengthening visual perception and facilitating the assimilation of educational material; intensifying the cognitive activity of students [28].…”

Section: Literature Reviewmentioning

confidence: 99%

Using interactive worksheets when teaching foreign languages by the “Flipped class” technology

Vera¹,

Olga²,

Natalya³

et al. 2020

P Sci Edu

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Using interactive worksheets when teaching foreign languages by the "Flipped class" technology The problem and the aim of the study. The "flipped class" technology is designed to enhance the cognitive activity of students; however, along with the undeniable advantages of this technology, there are a number of difficulties in its implementation when teaching foreign languages. The authors study the didactic potential of interactive worksheets to increase the effectiveness of the "Flipped class" technology using the example of studying the foreign language. Research methods: To obtain theoretical generalizations the analysis of scientific papers and interactive educational services and generalization of the results of processing empirical data and materials of interactive worksheets were used. The study was conducted at the faculties of foreign languages of Russian State Agrarian University-Moscow Timiryazev Agricultural Academy (Moscow). The experiment involved 81 students and was carried out during 2019-2020. Interactive worksheets were created in the Wizer.me service (https://app.wizer.me/editor/preview/1qjhycSmjJol). Statistical verification of the reliability of the obtained results was made using the Pearson's χ2 (chi-square) criterion. Results. The essence of the concept "interactive worksheet" and the features of implementation of the "Flipped class" technology when studying the foreign language are investigated. The potential of interactive worksheets regarding the formation of foreign language competence, the acquisition of practice in translating, the support of cognitive activities in the framework of the "flipped class" learning technology has been identified. The possibilities of interactive worksheets to increase the effectiveness of using the "Flipped class" technology are revealed by the authors on the example of the discipline "Foreign Language" for students of the training program "Tourism" when studying the module "Professional Communication Sphere". At the control stage of the experiment, statistically significant differences were found between the experimental and control groups in terms of the level of formation of foreign language competence χ2 obser. 2 > χ2 кcrit 0.05 (8,58 > 7,82). Conclusion. Peculiarities of organizing classes in the foreign language using interactive worksheets in the framework of the "flipped class" technology were identified, which affect the perception of information, its qualitative analysis and critical analysis; the ability to apply theoretical knowledge of vocabulary, grammar in practice. The studied opportunities can improve the effectiveness of innovative educational technologies by increasing motivation, involving students in the educational process, implementing collaborative educational activities and the formation of elements of the personalized digital educational environment.

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Mobile devices and apps for developing language skills (on the example of the English language)

Cited by 5 publications

References 2 publications

The Effectiveness of the BBC Learning English Application for Building Students’ English-Language Strategic Competence

The Effectiveness of the BBC Learning English Application for Building Students’ English-Language Strategic Competence

How Instagram as a MALL tool impacts EAP learners’ technical vocabulary learning and perceptions in an electronic context

Using interactive worksheets when teaching foreign languages by the “Flipped class” technology

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